few_shots: Example:
Problem/activity:
Stage 1: Money
Required Preparation
Materials to Copy
Blackline Masters
Would You Rather Stage 1 Spinner
Would You Rather Stage 1 Recording Sheet

Narrative
The first partner spins to get a group of coins. They write a question that compares the amount they spun to a different group of coins that they make up.


Mathematical concept/skill options: 
A. Solve problems involving measurement and estimation of intervals of time, liquid volumes, and masses of objects.
B. Represent and interpret data.
C. Geometric measurement: understand concepts of volume and relate volume to multiplication and to addition.
D. Geometric measurement: recognize perimeter as an attribute of plane figures and distinguish between linear and area measures.
E. Describe and compare measurable attributes.
F. Geometric measurement: understand concepts of angle and measure angles.
G. Convert like measurement units within a given measurement system.
H. Geometric measurement: understand concepts of area and relate area to multiplication and to addition.
I. Measure and estimate lengths in standard units.
J. Classify objects and count the number of objects in each category.
K. Tell and write time.
L. Solve problems involving measurement and conversion of measurements from a larger unit to a smaller unit.
M. Measure lengths indirectly and by iterating length units.
N. Work with time and money.
O. Relate addition and subtraction to length.


Thought: In this problem, students work with money in the form of coins.
Answer: N

Now, assign the following problem or activity to one or more relevant mathematical concepts/skills it teaches.
shot_info: im_center_000269

2
options: Apply and extend previous understandings of arithmetic to algebraic expressions.

Represent and solve problems involving addition and subtraction.

Use the four operations with whole numbers to solve problems.

Write expressions in equivalent forms to solve problems.

Analyze and solve linear equations and pairs of simultaneous linear equations.

Work with equal groups of objects to gain foundations for multiplication.

Interpret the structure of expressions.

Create equations that describe numbers or relationships

Understand properties of multiplication and the relationship between multiplication and division.

Generate and analyze patterns.

Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from.

Analyze patterns and relationships.

Perform arithmetic operations on polynomials.

Multiply and divide within 100.

Understand and apply properties of operations and the relationship between addition and subtraction.

Understand the relationship between zeros and factors of polynomials.

Represent and analyze quantitative relationships between dependent and independent variables.

Work with radicals and integer exponents.

Work with addition and subtraction equations.

Write and interpret numerical expressions.

Solve equations and inequalities in one variable.

Add and subtract within 20.

Represent and solve equations and inequalities graphically.

Gain familiarity with factors and multiples.

Solve problems involving the four operations, and identify and explain patterns in arithmetic.

Understand solving equations as a process of reasoning and explain the reasoning.

Represent and solve problems involving multiplication and division.

Understand the connections between proportional relationships, lines, and linear equations.

Use polynomial identities to solve problems.

Use properties of operations to generate equivalent expressions.

Rewrite rational expressions.

Solve real-life and mathematical problems using numerical and algebraic expressions and equations.

Solve systems of equations.

Reason about and solve one-variable equations and inequalities.
problem_activity: The square below has an area of
$${20}$$
square units.
[IMG]
Taylor writes the equation
$$s^2={20}$$
to find the measure of the side length of the square. She reasons that the solution to the equation is
$$\sqrt{20}$$
and concludes that the side length of the square is
$${10}$$
units.
Do you agree with Taylor? Explain why or why not. If you disagree, include the correct side length of the square.


correct_option_index: 17